In this Bachelor thesis, we examine how the work of the librarian has changed over the past three decades. The research questions focus on the changes in librarians´ roles and working tasks regarding factors like technique, meetings between librarians and visitors and also how to give service to visitors. We have conducted interviews with librarians at university libraries as well as public libraries. In all, there were four interviews. We have also compared the two types of libraries. We have looked closely at these factors: the tasks of the librarians, the skills needed, how the library has been used as a democratic arena, and what kinds of meetings there are among librarians and users of the library. From these themes we have created interview questions, and our analysis is structured according to the themes. We have worked from a theory on different kinds of identities within the profession. This theory is based on the works of Trine Schreiber and Anders Ørom who both are researchers in the discipline. Our conclusion, based on the interviews and also on previous research, is that earlier identified identities can be completed also with a role/identity that can be linked to a need of educating visitors, and a role/identity that regards marketing, i.e. to inform people about the library, its services and activities.

This thesis explores the discourses available to teachers in navigating and making sense of their role in the securitization of high schools. My analysis is based on semi-structured interviews conducted with nine teachers working in urban schools in Toronto. Drawing on frameworks from post-colonial, critical race, and urban education studies, I argue that school securitization is not just complicated by racism, but structured and enabled by it. While there is an urgent need to resist the implementation of particular security and surveillance measures that intensify the targeted disqualification of racialized youth, it is equally if not more important to uncover and resist the ways that racial thinking organizes a much wider range of classroom encounters and pedagogical practices. I urge teachers to interrogate their investments in the categories and subject positions that race thinking makes available, including those that are desirable and pleasurable.

Thesis (M.Ap.C.T. & M.)--Cleveland State University, 2008 / Abstract. Title from PDF t.p. (viewed on July 3, 2008). Includes bibliographical references (p. 92-99). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (M.A.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, March, 2010. / Title from PDF t.p. Includes bibliographical references.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis focuses on a community of multilingual adolescents who are high performers in mathematics and science, and whose primary language of teaching and learning is English. The participants who form part of the study all attend selected educational enrichment programmes in the greater Johannesburg area. The thesis is particularly interested in how students' language repertoires feature in their learning and in how their language repertoires contribute to their identity construction. This research is informed by literature which views identity not only as complex, contradictory, multivoiced and multifaceted, but also as dynamic and subject to constant renegotiation across space and time. In seeking answers to specific questions about the linguistic identities of the teenage participants in this study, this study will establish what the full linguistic repertoire of each participant is, and whether or not participants identify themselves by means of language. While there have been a number of very authoritative studies of language repertoires, many of these have focused on indigenous minorities, migrants or refugees who need to improve their life chances in a context where their L1 is not dominant. Although this study does include a number of participants originally from outside of South Africa, the majority of the participants are South Africans whose first languages are official languages. This study uses a multimodal approach in data collection and analysis in an attempt to investigate the multi-semiotic nature of the linguistic identities of the participants. Following the work of Busch (2010), I argue, that multilingualism can no longer be seen as an abstract competency, and that "language crossing", the appropriation of elements across boundaries, becomes a competency in its own right. These competencies can thus be used as a way of constructing a speaker's linguistic identity. Finally, the thesis makes a recommendation that more multimodal studies should be conducted in order to investigate the 'performativity' of 'identity construction'. / AFRIKAANSE OPSOMMING: Hierdie tesis fokus op ʼn gemeenskap van veeltalige adolessente wie toppresteerders is in wiskunde en wetenskap en vir wie Engels die primêre taal van leer en onderrig is. Die deelnemers aan die studie woon almal geselekteerde opvoedkundige verrykingsprogramme by in die groter Johannesburg area. Die tesis is spesifiek geïnteresseerd in hoe studente hul 'taal repertoires' gebruik wanneer hulle leer en hoe dit moontlik bydra tot die konstruering van hul identiteite. Die studie gebruik as uitgangspunt literatuur wat 'identiteit' as kompleks, teenstellend, veelstemmig en dinamies beskou. Verder word 'identiteit' ook beskou as onderworpe aan konstante heronderhandeling in elke spesifieke situasie en konteks. Die studie probeer vasstel wat die volle 'taalrepertoire' van elke deelnemer is en of die deelnemers hulself d.m.v. taal identifiseer. Hoewel daar verskeie belangrike studies oor taal repertoires bestaan fokus baie van hierdie studies op inheemse minderhede, migrante of vlugtelinge wie hul lewenskanse moet verbeter in ʼn konteks waarin hulle eerstetaal (T1) nie dominant is nie. Alhoewel hierdie studie ʼn aantal deelnemers insluit wat oorspronklik van buite Suid-Afrika afkomstig is, is die meerderheid van die deelnemers aan die studie Suid-Afrikaners wie se eerstetale, amptelike tale is. Die studie gebruik ʼn multimodale manier van data insameling en analise in ʼn poging om die multisemiotiese aspekte van die 'taalidentiteite' van die deelnemers te ondersoek. In ooreenstemming met Busch (2010) stel ek voor dat veeltaligheid nie langer gesien kan word as ʼn abstrakte vermoë nie maar dat ander praktyke soos 'taal oorkruissing', die gebruik van elemente oor taalgrense, ʼn vaardigheid in eie reg is. Hierdie soorte vaardighede kan dus ook gebruik word om die 'taalidentiteit' van ʼn spreker te konstrueer. Laastens word die aanbeveling gemaak dat meer multimodale studies gebruik moet word om die 'performatiwiteit' (performativity) van identiteitskonstruksie te ondersoek.

This study examines how people construct and negotiate social identity in neighborhood associations. It builds on previous social identity research by examining how identity construction is important in regards to political behavior, but in an unexamined context - that of neighborhood associations. Neighborhood associations are groups that are formally organized and frequently interact with city employees and elected officials to obtain and/or improve city services in that geographic location. This study is informed by interpretive approaches to social science inquiry. My findings are based on three sources: participant observations of neighborhood association meetings in the City of St. Louis, Missouri during 2008-2009; 31 semi-structured interviews with neighborhood association leaders, members, and city employees during the spring and summer of 2009; and document analysis of association materials such as meeting agendas and by-laws. Neighborhood associations can be both a source of empowerment and exclusion. Needless to say, people negotiate multiple social identities based on race, gender, and class. In general, gendered identities were activated far less than racial or nationalistic identities, and when they were activated, it was in the context of a private interview not a public meeting. In the best situations, people were able to form new collective identities and bridge differences across diverse backgrounds

Esta dissertação de mestrado consiste em um estudo epistemológico da questão ambiental, baseado na análise das identidades territoriais das populações habitantes de Unidades de Conservação (UC’s). Tais populações geralmente têm um modo de vida peculiar e muito vinculado com o espaço onde vivem. Além disso, elas também têm outras percepções sobre a questão ambiental e os conceitos relacionados. Estas percepções, entretanto, geralmente são subjugadas em nome da tecnocracia presente nos órgãos e instituições que trabalham com a temática ambiental. Neste contexto, o trabalho realiza um levantamento dos impasses e conflitos existentes a partir das considerações acima expostas, e os relaciona com as visões, sobre a questão ambiental, dos diferentes grupos sociais envolvidos (poder público, setor privado, ONG´s, movimentos sociais e populações tradicionais). A esta análise acrescenta uma (re)leitura dos métodos científicos à luz da epistemologia (positivismo, neopositivismo, materialismo histórico e dialético, fenomenologia, pós-modernismo e anarquismo), e o modo como cada um deles entende os conceitos de natureza e ambiente. Após, relaciona estas concepções metodológicas com as visões dos diferentes grupos, identificando a posição mais ligada a cada um deles. Com isso, as UC’s são questionadas a partir de sua base epistêmica, que reflete a matriz de pensamento ocidental moderno, e que por sua vez tende a dicotomizar homem e natureza. Ao final, são propostas outras leituras, baseadas em outras matrizes epistemológicas, para superar os impasses relativos a este viés da questão ambiental. / This dissertation consists in an epistemological study of the environmental question, based on analysis of territorial identities of the populations inhabitants in protected areas. Such populations usually have a peculiar lifestyle, very linked with the geographical space where they live. Moreover, they have other perceptions about the environmental question and their related concepts. However, this perceptions are generally subjugated by the “technocracy” present in the agencies and institutions that works with the environmental thematic. In this context, the work carries through a survey, the impasses and conflicts produced by the considerations above displayed, and it relates them with the environmental question views of the different involved social groups (government power, private sector, nongovernment organizations, social and activities movements and indigenous people). To this analysis, it adds a (re)reading of the scientific methods, viewed from epistemological “eyes” (positivism, neopositivism, historical and dialectical materialism, phenomenology, postmodernism and anarchism), and the way as each one of them understands the concepts of nature and environment. After, it relates these methodological conceptions with the views of the different groups, identifying the position more connected with each of them. From this, the protected areas are questioned from your epistemic basis, that reflects the modern occidental thought matrix, and that tends to dichotomize man and nature. To the end, other readings, based on other epistemological matrices, are proposals, to surpass the impasses relatives to this side of the environmental question.

p. 1 - 184 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-02-04T17:56:18Z No. of bitstreams: 1 11111.pdf: 3898391 bytes, checksum: e1f67375891a0335ac2c55688c8fd886 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-02-05T17:33:13Z (GMT) No. of bitstreams: 1 11111.pdf: 3898391 bytes, checksum: e1f67375891a0335ac2c55688c8fd886 (MD5) / Made available in DSpace on 2013-02-05T17:33:13Z (GMT). No. of bitstreams: 1 11111.pdf: 3898391 bytes, checksum: e1f67375891a0335ac2c55688c8fd886 (MD5) Previous issue date: 2012 / Esta pesquisa apresenta um estudo de caso com características etnográficas em que se identifica e se discute estratégias matemáticas, distintas das escolares, utilizadas pelos trabalhadores e trabalhadoras rurais do assentamento Natur de Assis em suas atividades laborais, tais como nas lavouras de mandioca, abacaxi e maracujá. A pesquisa também verificou, na comunidade estudada, a sobrevivência de medidas não pertencentes ao sistema métrico decimal como palmos, passos e tarefas. Discute-se ainda o vínculo do surgimento da Matemática com o surgimento da linguagem, defendendo que as distintas estratégias matemáticas são também linguagens. O estudo considera a Etnomatemática como uma área intercultural; portanto, é, ao mesmo tempo, contrário às perspectivas relativistas bem como às iluministas. Por essa razão se faz uma abordagem pelo viés da cultura para discutir normalizações culturais forjadas a partir da eleição de um sujeito normal que determina identidades, diferenças e fomenta desigualdades sociais; e, assim, discute-se aspectos que possibilitaram a marginalização de negros, homossexuais e mulheres, e como as ideologias dos grupos dominantes tentam naturalizar as desigualdades de acesso ao poder. / Salvador

228 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:35:59Z No. of bitstreams: 1 Tese_ ClaudiaTorres.pdf: 1207831 bytes, checksum: d3eda9813b8f60f427cbb3ade2b45e24 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:07:41Z (GMT) No. of bitstreams: 1 Tese_ ClaudiaTorres.pdf: 1207831 bytes, checksum: d3eda9813b8f60f427cbb3ade2b45e24 (MD5) / Made available in DSpace on 2013-06-10T19:07:41Z (GMT). No. of bitstreams: 1 Tese_ ClaudiaTorres.pdf: 1207831 bytes, checksum: d3eda9813b8f60f427cbb3ade2b45e24 (MD5) Previous issue date: 2010 / Este estudo tem como objetivo descrever e interpretar as percepções das crianças que vivenciam a experiência de ter o pai e/ou mãe submetidos à custódia do Estado e as repercussões do sistema prisional na construção das suas identidades, evidenciando a importância da Escola e do Abrigo para ressignificar os efeitos dessa experiência e subsidiar a definição de políticas públicas de atendimento aos internos(as). A base teórica do tema proposto centra-se na abordagem culturalista e social. Metodologicamente se define como uma pesquisa qualitativa, do tipo Estudo de Caso Etnográfico que permitiu o conhecimento dos significados e experiências culturais da infância através de uma descrição que apontou o sentido que as crianças dão a vida carcerária, como interpretam e estruturam, a partir desse sentido, o seu mundo. Foi constatado que crianças no presídio vivenciam, assim como suas mães ou/e pais, as conseqüências das barreiras colocadas pela instituição, pois que no processo de identificação e reconhecimento, condição necessária da estruturação subjetiva, há uma convivência com modelos que experimentam a subordinação, violação e exclusão social e vivenciam conflitos porque vêem e sentem a situação de aprisionamento e punição do familiar, convivem num contexto de institucionalização no Abrigo e enfrentam a condição de pertencer a um grupo: filhos de presidiários. Na educação oferecida no Abrigo cruzam-se discursos, principalmente religiosos e morais sobre a prisão, o crime, a punição, entre outros que criam sentidos e efeitos nas construções subjetivas de meninas e meninos, enquanto que a escola para filhos de presidiários distancia-se dos referenciais externos que organizam e contribuem na construção de identidades distantes dos ditames do crime e do cárcere. / Salvador